ATTENTION:
BEFORE YOU READ THE CHAPTER ONE OF THE
PROJECT TOPIC BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE
TOPIC BELOW. THE FULL PROJECT COSTS N5,000 ONLY. THE FULL INFORMATION ON HOW TO
PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR YOU CAN
CALL: 08068231953, 08168759420
CORPORATE
GOVERNANCE AND EDUCATIONAL DEVELOPMENT
CHAPTER ONE
INTRODUCTION
Background
to the Study
Education
remains the pivot on which the human resources of a nation is built. It
contributes to social, economic, technological, political and even cultural
development of any nation. In the words of Adu (2005) and Moore (1982),
education is described as the sum of a person’s acquired experiences. Deji – Folutile
(2004), Fadipe (2005) and Ogundare (2005), generally acknowledged that
education is the springboard for societal and global development, as it brings
about substantial and meaningful change, the world over.
The
contribution of education to human resources development throughout the world
cannot be quantified. The resources development based on education include
meeting learning needs and aspiration of individuals through the development of
their intellectual abilities and aptitudes. Therefore, government’s objective
on issues concerning education is to ensure that the benefits derived from it
are of consonance with the needs and aspirations of individual as well as the
society. The qualities of education that the society or state receives bears
direct relevance to the availability or lack of educational resources provided
by the government.
Cadbury
(1992) provided the first ever insight into what corporate governance is all
about, which is the system by which companies and organizations are directed and
controlled. Shleifer and Vishny (1997) stated that corporate governance
involved the ways in which suppliers of finance to corporations assure
themselves of getting a return on their investments. The World Bank (2002)
opined that corporate governance refers to the organization and rules that
affect expectations about the exercise of control of resources in firms. Whilst
the Cadbury code presented a more general view to corporate governance, the
view represented by Shleifer and Vishny (1997) tends to recognize “suppliers of
finance” as the only eligible stakeholders. On the other hand, the World Bank
perceived corporate governance as it relates to interpersonal interaction
between the firms resources (and direction and its publics).
Corporate
governance (CG) is defined as the formal system of accountability and control
for legal, ethical and socially responsible decisions and use of resources in
business organizations. It is based on certain institutions like; laws,
contracts, norms and regulations that create self-governing system in the
organization. A corporation has various stakeholders, internal and external
groups whose support is essential for the survival and growth of any
corporation (Freeman 1984; Lozano 2000; Mitroff 1983). This is therefore refers
to the expenses which government incurs in the performance of its operations
(towards education). As rightly noted by Adegbenro (2000) and Olanrewaju (2003)
corporate governance has been a helping tool in maintaining a smooth growth
rate in developed economy through economic stabilization, stimulation of
investment activities and the likes corporate governance play a crucial role in
under-developed economy, such roles include reduction of regional disparities,
development of social overheads, creation of infrastructure for economic growth
in terms of communication and transportation facilities, education and training
(Olsyede, 2008; Reitz, 2005; Adegbenro, 2000).
However, in
Nigeria education is considered as the most important instrument for change and
for national development with which a nation can achieve its greatness
socially, economically, technologically and politically (NPE, 1998, 2004). For
a good educational policy or programme to guarantee quality outputs, it must be
serviced optimally with appropriately trained and motivated teaching staff
adequately supplied with necessary facilities and equipment. Resources (human
and material), therefore, constitute the principal bedrock of an educational
system. Unfortunately, the Nigerian educational system has hardly turned itself
to these realities studies have shown that there is general inadequacies in
respect of suitable teachers in number and quality funds and other material
inputs (Adekoya, 2004; Gbadamosi, 2002; Obasa, 2000).
Secondary
education occupies a strategic position in Nigerian education system. It serves
as a link between primary and higher education by absorbing the product of the
former and supplying entrants into the later. The measurement of is performance
has to be in view of the stated objectives. The broad aim of secondary
education is to prepare individual for:
(1) Useful living within the society
(2) Higher education (NPE, 1998; 17,
2004:13).
However, in
specific terms, secondary education should:
(a) Provide an increasing number of
primary school pupils with the opportunity for education of higher quality
irrespective of set, social, religion and ethnic background;
(b) Diversity its curriculum to cater for the
differences in talents, opportunities and roles possessed by or open to
students after their secondary school course;
(c) Equip students to have
effectively in our modern age of science and technology;
(d) Develop and project Nigerian
culture, art and language as well as the world’s cultural heritage;
(e) Raise a generation of people who
can think for themselves, respect the views and feelings of others, respect,
the dignity of labour and appreciate those values specified under our broad
national aims and live, as good citizens;
(f) Foster Nigerian unity with an
emphasis on the common ties that unite us in our diversity;
(g) Inspire its students with a
desire for achievement and self – improvement both at school and in later life
(NPE, 2004, Page 13-14).
The sum
total of these aims is that a Nigerian youth should develop into a well
integrated person who is socially stable, morally dependent, mentally and
physically alert, intellectually equipped, nationally and internationally
oriented and culturally adjusted.
The smooth
functioning of any organisation depends largely on the availability of adequate
resources. educational resources which are the sum total of everything that
goes into the system, are very essential for the effective operation and
maintenance of the system. School buildings, student-enrolment, adequate and
qualified teaching staff, furniture, textbooks and other infrastructures that
are vital for the system are part of educational resources (Oru, 1988 in
Olanrewaju, 2003). Broadly categorized, the secondary school system was the
following secondary education resources such as human, financial, physical and
material resources. Human resources such as teachers, non-teaching staff and
students, the material resources which include printed materials, instructional
aids, stationery items and laboratory equipment, financial resources comprising
o the monetary aspect of resources and physical resources such as the
classrooms, laboratories, library, administrative blocks, workshops and
auditorium. For a high and uniform academic standard, these resources must not
only be available in adequate quantity, but must also be equitably distributed among
schools.
The quality
of secondary school education is the function of several factors, which
include:
(i) Availability of instructional facilities
such as textbooks, libraries, laboratories, teaching aids;
(ii) Quality and quantity of teachers
available;
(iii) Students ability and capability to study
independently;
(iv) Interests and attitudes of students towards
learning;
(v) Nature of subjects allocated to teachers;
(vi) Changes in the school system;
(vii) Administrative strategies employed in the
day to day running of the school.
The
government’s determination and consciousness to ensure better qualitative
education led to the emphasis in the fourth National Development plan
(1981-1985) on the expansion of secondary school facilities across the nation.
The aim was to give every child, the full opportunity to develop his
intellectual and working capacities for his own benefits and that of the
community. The government stressed further that necessary emphasis would be
placed on the provision of basic facilities such as classrooms, libraries,
laboratories and administrative buildings. It also said further that attention
would be given to ensuring that facilities for secondary and tertiary education
were drastically expanded and that efforts would also be made towards providing
adequate in expensive and locally produced textbooks and local science
apparatus. Enough schools, properly and uniformly equipped were to be built so
that children could attend school close to their residence irrespective of
their state of origin.
The
importance of resources as a contributory factor to quantitative education was
stressed by the Nigerian Educational Research Council. The report at the
seminar (1980) pointed out that in order to achieve adequate attention on good
academic qualities, these factors below deserves attention:
i. Education and training
of adequate teachers;
ii. Establishment of
guidance and counseling services for proper career guidance of the students;
iii. Quality control of
education through proper supervision of instruction;
iv. Enrichment of school
environment to provide conducive learning situation;
v. Provision of equipment
for laboratories;
vi. Provision of physical
infrastructures;
vii. Provision of adequate
fund to meet up with the magnitude of capital and recurrent cost by the states
and federal governments.
The above
factors are very essential for any development-oriented educational system.
When resources are available, learning becomes more meaningful and through
them, information that is incidental to the process of teaching is communicated
permanently to the student, and moreover, facts are retained better when
supplemented with resources. Oni (1988) explaining these factors maintains that
factors i-iii emphasize the need for the provision of the right personnel. It
is only when adequate and qualified teachers, guidance counsellors are
available that one can expect the educational quality to improve. Factors iv-vi
stress the importance of provision of physical/material resources like
classrooms, well-equipped laboratories and the last factor (vii) pays attention
to the financial resources, both capital and recurrent expenditure allocate to
education.
Thus, for
any nation to make things happen in education positively, it must understand
the inter-relatedness between public expenditure and development; as no nation
will develop more than its educational system. It should be noted also that in
enhancing or improving educational growth and development, harmonizing the
government expenditure is very essential.
The main
objective of this study therefore is to investigate the extent at which
corporate governance influence secondary education system in Lagos State in
terms of differential distribution of educational resources and its utilization
in Lagos State between 2000 and 2009.
Statement of
Problem
Sustainable
educational growth and development has been a paramount concern of every
concerned government and private individuals in Nigeria, considering the
multi-various economic problems Nigeria is witnessing and economic meltdown the
whole world is facing. In spite of the democratic system we are practicing, it
has been observed that there exist differential distributions of educational
resources to Lagos State secondary schools based on stratification such as age
of school (new/old), location (rural/urban), type (single/mixed). Whereas, all
the students in these school are exposed to the same examination conducted by
either NECO or WAEC, since input will surely dictate the output, and if the
differential distribution of education resources favour some categorized
secondary schools in Lagos State, it is then worthy of researching into the
extent at which corporate governance contribute to the differential resources
distribution and its utilization in these schools between 2000 and 2009.
Based on
this problem, answers will be sought for the following research questions.
Research
Questions
The
following research questions were set to guide this study.
(1) Will corporate governance have any
significant contribution to the development of secondary school education in
Lagos State?
(2) Will corporate governance have any
significant effect on secondary school ethics in Lagos State?
(3) To what extent has corporate
governance influence the school management practices in Lagos state secondary
schools?
(4) Would there be any significant
effect of corporate governance on the school regulatory mechanism of secondary
schools in Lagos State?
(5) Would there be any significant
effect of corporate governance on government policies on secondary school
education in Lagos state?
(6) To what extent would corporate
governance influence government roles in the management of secondary schools in
Lagos State
Research
Hypotheses
The
following research hypotheses were formulated to guide this study:
(1) Corporate governance will not
significantly contribute to the development of secondary education in Lagos
State.
(2) There is no significant effect of
corporate governance on secondary school ethics on in Lagos State.
(3) There is no significant effect of
corporate governance on school management practices in Lagos state secondary
schools.
(4) There is no significant effect of
corporate governance on secondary school regulatory mechanism in Lagos State.
(5) Corporate governance is not a
significant correlate of government policies on secondary school education in
Lagos state.
(6) Corporate governance is not a
significant correlate of government roles in the management of secondary
schools in Lagos State.
Purpose of
the Study
The purpose
of the study is to investigate the influence of corporate governance on
differential resources distribution and its utilization in secondary schools in
Lagos State between 2000 and 2009, with a view to bringing about optimal
productivity. The influence of these resources is highlighted for the purpose
of policy re-visitation. Furthermore, this study suggest ways of improving the
involvement of government in the distribution and utilization of educational
resources in secondary schools with a view to enhancing better educational
performance of the schools.
Scope of the
Study
This study
is to find out the effect of corporate governance on differential resources
distribution and utilization between the year 2000 and 2009 in Lagos State.
Consequent upon the geographical spread of the local government areas and the
five administrative divisions in Lagos State, three out of the five
administrative educational divisions would be covered in this study.
The study is
therefore delimited to the following:
(a) Resources to be examined in this
study would be human, physical and material resources. Financial resources
would not be examined because it measured indirectly into the other three
resources that were examined.
(b) Since the public secondary schools
is the focus of this study, the contribution of private or community resources
would not be looked into.
(c) This study would not consider the
private secondary schools, more so that this study is not a comparative study.
Significance
of the Study
The findings
of this study would provide a viable data/information whether resources
provided by the government match the expectation of the schools system. It will
also sensitize the education authorities, school administrators and the general
public on the lack of uniformity that may exist in the distribution of
secondary education resources, hence, there is (may be) urgent need to
ameliorate the situation.
It would be
significant in enabling education authorities see the essence of even
distribution of resources to secondary schools in the state considering the
differential distribution in relation to school academic performance. It will
expose the differing secondary schools academic performance in the state, and
the need to improve the teaching and learning situation in these schools, and,
this improving the educational standard in the state.
The outcome
of this study would convince educational planners of the need for equity or
uniformity in resources distribution, so as to influence the students’ academic
achievement.
Lastly, it
would enable the government at all level to realize that no nation will develop
more than her educational system. Thus, more allocation would be allotted to
educational sector in their yearly budget. This will also enforce the
educational administrators and planners to see to the supervising level of the
system to ensure equitable distribution of resources and its utilization.
Definition
of Terms
This section
contains some contextual definitions of basic concepts that are used which will
enable the reader to understand the stud with ease.
(1) Corporate Governance: This is the
formal system of accountability and control for legal, ethical and socially
responsible decisions and use of resources in schools in order to get better
results.
(2) Educational resources:- These are
the sum total of the input that goes into the education system such as human
resources (school managers, teachers and students), material and physical
resources (classrooms etc.).
(3) Resource distribution: Is the
distribution of educational resources in quality and quantity to schools, which
are available for sharing.
(4) Resource utilization: Is the level
of use of the resources and it is determined by providing for a systematic
qualification of responses as the respondents are required to check how often
the selected teaching/learning activities are carried out during the academic
session.
(5) Old schools: Are schools
established before 1979.
(6) New schools: Are schools
established after 1979.
(7) Single-sexed school: Are schools
for boys or girls alone.
(8) Differential distribution:
Inequitable distribution of educational resources into schools.
HOW TO GET THE FULL PROJECT WORK
PLEASE, print the following
instructions and information if you will like to order/buy our complete written
material(s).
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount
(#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project
topics
(2) Email
Address
(3) Payment
Name
(4) Teller Number
We will send your material(s) after
we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 2023350498
Bank: UBA.
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
AFFILIATE
Comments
Post a Comment